Colleton County School District Grade 5 SCReady Test Prep for Students and Parents
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Colleton County School District
Grade 5
SCReady Test Prep
for Students and Parents
SC READY Assessment: A Brochure for Parents and
Students
Overview
• The South Carolina College- and Career-Ready Assessment (SC READY) is a statewide assessment in
English language arts (ELA) and mathematics.
• All students in grades 3–8, including students with disabilities and English learners (ELs), must be administered
SC READY, except those students who qualify for the alternate test, as determined by their IEP team.
• The SC READY tests measure the South Carolina College- and Career-Ready Standards taught in ELA and Math classes.
Testing Window
• The SC READY assessment must be administered during the last twenty school days as determined by
each district’s instructional calendar. Districts and schools will schedule specific testing dates. Colleton County
School District will be testing on these designated dates:
• Grades 3-5:
• May 10, 2022: English Language Arts Day 1
• May 11, 2022: English Language Arts Day 2
• May 12, 2022: Mathematics
• May 13, 2022 (Grade 4 Only): SCPASS Science
• Grades 6-8:
• May 17, 2022: English Language Arts Day 1
• May 18, 2022: English Language Arts Day 2
• May 19, 2022: Mathematics
• May 20, 2022 (Grade 6 Only): SCPASS Science
• The SCDE recommends that districts schedule grade three testing during the first week of the testing window
due to the need for test scores when making decisions required by the South Carolina Read to Succeed Act.
Grade 3 and The South Carolina Read to Succeed Act
• The South Carolina Read to Succeed Act states that a student must be retained in third grade if the student
fails to demonstrate reading proficiency at the end of third grade. The law specifies six good cause exemptions
from mandatory retention; one of these exemptions is student attendance at a Summer Reading Camp.
• SC READY reading scores will be used to identify students who do not demonstrate proficiency
in grade 3 reading and are candidates to attend Summer Reading Camp (one of the six “good cause”
exemptions). For more information on the Read to Succeed Act, parents should contact their school, or
visit the SC READY webpage at https://ed.sc.gov/tests/middle/sc-ready/.
Test Administration
• The SC READY tests are not timed. Estimated times for the average student are: 1 hour and 40 minutes for
ELA Session 1; 1.5 hours for ELA Session 2; and 1.5 hours for Mathematics.
• The ELA test is administered over two days with one session each day.
• In grades 3–5, the math test is administered in one session in one day. In grades 6–8, the math test is
divided into a “calculator” section and a “no calculator” section, both to be administered in one day.
Test Format
• SC READY assessments will be administered in a computer-based format only, with the following exceptions:
✓ Students who cannot take online assessments due to their disabilities, as specified in their IEPs or 504
plans, may be tested in a paper-based format.
✓ Districts receiving a waiver from the State Board of Education may test in a paper-based format.
✓ The tests are not timed. The estimated time to complete the tests is 1.5 hours.
Translations/Accessibility
• Parent resources such as this brochure, sample score reports, and a Score Report User’s Guide, can be
provided in multiple languages and in an accessible format compliant with Section 508 of the Rehabilitation Act
of 1973, as amended. Contact your child’s school or SCDE for assistance.
Types of Test Items
• ELA and mathematics tests have test questions with varying degrees of difficulty.
• The ELA test includes a variety of question types, such as selected-response, evidence-based selected
response, multi-select, technology-enhanced items for online testers, as well as a Text-Dependent
Analysis (TDA) question, which consists of a passage with a related writing task.
• The mathematics test includes a variety of questions, such as selected-response, multi-select, short
answer, and technology-enhanced items for online testers. Technology-enhanced items may include drag
and drop, graphing, constructed-response items (type in a number), and others.
Sample Items
ENGLISH LANGUAGE ARTS MATHEMATICS
Read the draft of a student’s essay. The figure shows a bridge support, a cable, and the
Zookeepers spend their days with animals. They learn what the
roadway of a bridge.
animals like best and how to care for them. Many of the humans and
animals form special relationships. The zookeepers are able to watch cable
bridge
the animals grow and change over time. Sometimes, there is also an support
opportunity to feed and care for baby animals that are born in the
zoo. What could be more fun and exciting than that? roadway
Which sentence would provide the best introduction for
the paragraph? The bridge support is 80 feet tall. The length of the
cable is 170 feet. What is the distance, in feet, from the
A. I hope to visit the zoo this summer with my family. base of the bridge support to the point where the cable
B. Animals such as bears and monkeys can be seen in many zoos.
connects to the roadway?
C. I think that working at a zoo would be the best type of job.
D. There are hundreds of zoos in cities around the world. A. 90
B. 150
C. 190
D. 250
Key = C Key = B
Sample Questions, Tutorials, and Online Tools Training (OTT)
• The SC READY webpage (https://ed.sc.gov/tests/middle/sc-ready/) provides practice, preparation, and
reference resources including:
✓ Samples of test questions from previous years.
✓ Online Testing Video Tutorials, with step-by-step instructions on how to use the online testing system.
Schools should review these tutorials with students in advance of testing.
✓ Online Tools Training (OTT): this module simulates the testing environment and allows students to practice
using the testing software and tools available during testing such as the highlighter, magnifier, and calculator.
Test Results
• Districts will receive electronic copies of student score reports by August 9. By August 17, districts will
receive paper copies to distribute to parents.
• ELA and Math results include scale scores, performance levels, and performance by reporting category.
• The overall performance levels are:
✓ Exceeds Expectations: A student who exceeds expectations in the knowledge and skills necessary at this
grade level of learning, as defined by the grade level content standards, is well prepared for the next
grade level and is well prepared for college and career readiness.
✓ Meets Expectations: A student who meets expectations in the knowledge and skills necessary at this
grade level of learning, as defined by the grade level content standards, is prepared for the next grade
level and is on track for college and career readiness.
✓ Approaches Expectations: A student who approaches expectations in the knowledge and skills necessary
at this grade level of learning, as defined by the grade level content standards, needs additional academic
support to be prepared for the next grade level and to be on track for college and career readiness.
✓ Does Not Meet Expectations: A student who does not meet expectations in the knowledge and skills
necessary at this grade level of learning, as defined by the grade level content standards, needs
substantial academic support to be prepared for the next grade level and to be on track for college and
career readiness.
English Language Arts Grade Five Performance Level Indicators
A student who scores in the “exceeds expectations” category typically can:
• Quote textual evidence to support inferences and conclusions in literary and informational texts
• Using key details, provide a summary of literary and informational texts
• Cite evidence to explain the contextual influence on plot development in literary texts
• Determine how the author uses idioms, adages, and proverbs to shape meaning and tone in literary texts
• Analyze how the author’s choice of words and conventions emphasize aspects of character or setting in literary
texts
• Compare how different text structures in literary texts impact the reader
• Analyze how an author uses words and phrases to shape meaning in informational texts
• Explain how an author uses reasons and evidence to support his points in informational texts
• Write a well-organized informative/explanatory piece that develops a topic with facts, definitions, concrete
details, or quotations to analyze text
• Use words, phrases, and clauses to link ideas within a text
• Provide a concluding statement or section
• Develop and strengthens writing as needed by planning, revising, and editing
• Demonstrate a command of grade-appropriate standard English grammar, usage, and mechanics. Use some
grade-appropriate standard English grammar, usage, and mechanics in writing (Refer to the ELA 5th grade
SCCCRS for a more detailed list.)
• Organize and categorize important information
A student who scores in the “meets expectations” category typically can:
• Quote textual evidence to support inferences in literary and informational texts
• Identify key details that support the development of a theme or central idea in literary and informational texts
• Identify multiple central ideas in informational texts
• Analyze two or more characters, events, or settings in a literary text
• Determine the relationship between the development of characters, events, or settings and the plot of literary
texts
• Determine contextual influences on characters, events, or settings in literary texts
• Write an organized informative/explanatory piece that incorporates direct references, main ideas, and relevant
details of informational and literary texts while effectively using transitional phrases to link ideas• Determine how the author uses figurative language and imagery to shape meaning and tone in literary texts • Cite examples of how the author’s choice of words and conventions create mood and shape meaning in literary texts • Use cause and effect relationship to determine the meaning of words and phrases in literary texts • In informational texts, determine a relationship between the function of a word or phrase and the overall meaning of a text • Determine how text structures contribute to the meaning of literary texts • Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources • Use text features in informational texts to gain meaning or solve a problem • Identify how an author uses reasons and evidence to support his points in informational texts • Organize and develop a topic with some supportive details in informative/explanatory writing to analyze text • Develop writing as needed by planning, revising, and editing • Provide a concluding statement or section • Use grade-appropriate standard English grammar, usage, and mechanics in writing • (Refer to the ELA 5th grade SCCCRS for a more detailed list.) • Develop a plan of action for collecting relevant data A student who scores in the “approaches expectations” category typically can: • Make basic inferences in literary and informational texts • Identify key details in literary and informational texts • Identify some context of literary texts (i.e., social influences, historical influences, cultural influences) • Identify idioms, adages, and proverbs in literary texts • Use Greek and Latin affixes to determine the meaning of unknown words in literary and informational texts • Use text structure to locate information in informational texts • Identify how an author uses words and phrases to affect meaning in informational texts • Identify how an author uses reasons and evidence to support his points in informational texts • Attempt to present and organize a topic with some supportive details in informative/explanatory writing • Attempt to develop a topic with some relevant information and examples • Use some grade-appropriate standard English grammar, usage, and mechanics in writing (Refer to the ELA 5 th grade SCCCRS for a more detailed list.) • Sequence important information A student who scores in the “does not meet expectations” category typically can: • Identify basic explicit details in literary and informational texts • Determine a theme or central idea in literary and informational texts • Identify two or more characters, events, or settings in literary texts • Identify examples of figurative language and imagery in literary texts • Define mood, meaning and tone in literary texts • Identify cause and effect relationships in words and phrases in literary texts • Identify text structures in prose, drama, poetry, and informational texts • Identify primary and secondary sources • Identify text features in informational texts • Use some examples in informative/explanatory writing to convey ideas • Attempt to use grade appropriate standard English grammar, usage, and mechanics in writing (Refer to the ELA 5th grade SCCCRS for a more detailed list.) • Identify relevant information from primary and secondary sources
Mathematics Grade Five Performance Level Indicators A student who scores in the “exceeds expectations” category typically can: • Fluently multiply multi-digit numbers • Compare three or more decimal numbers to the thousandths • Divide decimals to hundredths using visual models • Solve multi-step real-world problems involving addition and subtraction of fractions with unlike denominators • Fluently multiply fractions by whole numbers or fractions • Represent and interpret division of fractions: divide unit fractions by whole numbers and divide whole numbers by unit fractions • Translate numerical patterns into ordered pairs, a graph on a coordinate grid, and explain data displayed on a coordinate grid • Apply x/y-coordinate system to graphs and interpret real-world problems in quadrant I • Calculate multi-step conversions of time, length, volume, and mass within a given system • Use operations with fractions to solve problems with line plots A student who scores in the “meets expectations” category typically can: • Use whole-number exponents to denote powers of ten (101, 102, 103, … ) • Multiply multi-digit whole numbers • Multiply fractions by whole numbers or fractions • Solve problems involving areas of rectangles with fractional side lengths • Solve two-step real-world problems involving multiplication of fractions and mixed numbers • Write, evaluate, and interpret numerical expressions using parentheses • Generate two numerical patterns from two rules and identify the corresponding terms using an input/output table • Define and use the x/y-coordinate system to graph points within quadrant I • Calculate one-step conversions of time, length, volume, and mass within a given system • Find the volume of right rectangular prisms by counting unit cubes, and recognize volume relating to multiplication of unit cubes along sides A student who scores in the “approaches expectations” category typically can: • Identify the place value name for a given digit or vice versa in a decimal to the thousandths • Read, write, and compare (using >, =, and
Preparing for Test Sample Tests Students may log into their Chromebook and go their clever account. Once they are logged in, they will need to click on their child’s Study Island app. Once in Study Island, click on
South Carolina SC READY Grade 5 ELA Test 1
The Ballad of Mindy Lou
by T. Herlinger
'Twas the last game of the season
and the Tigers and Bears
were the Little League teams in first place.
Little Mindy Lou sat on the Tigers' bench,
watching her team try to get on base.
"Hey coach, let me bat," said Mindy Lou,
but Coach Bob shook his head in reply.
"The boys are stronger at hitting the ball,
though I know that you always try."
At the bottom of the ninth, the score was tied
when the coach suddenly turned to Mindy Lou,
"The bases are loaded. Can you bring those runs home?
If so, let's see what you can do."
She sprung to her feet and grabbed a bat,
to warm up for a minute or two.
Then she approached the plate,
and all eyes in the park
were turned to Mindy Lou.
The pitcher was a statue on the mound.
Then he let that first ball fly,
but Mindy Lou just witnessed it sail past.
She knew that the pitch was too high."Ball one!" the ump yelled to the roar of the fans.
Mindy Lou tapped the bat on the plate.
Then she raised it back up and watched for the pitch,
the one that would seal her fate.
Two more balls and two strikes were called by the ump,
before the perfect pitch came Mindy Lou's way.
When she whacked that ball clean out of the park,
you could hear the crowd gasp that day.
Since that brilliant game
with the Tigers and Bears.
and the home run by Mindy Lou,
no one in town ever doubted again
what a girl with a bat could do.
Question 1 If the poem were written from the coach's point of view, the reader would know
A. the coach's irritation at the noisy crowd.
B. why the coach did not allow Mindy to play first.
C. the coach's excitement at winning the game.
D. how the coach realized that girls could be good hitters.
Finding My Balance
One day, my friend emailed me to join him at the skating rink. I replied, saying that I had some
errands to run and would not be able to join him. I always wanted to learn how to skate but was too
anxious about doing it right.
I went to have lunch, and as I was sitting down at the kitchen table, Mom asked me if I was distressed
about something. So, I told her that my friends knew how to skate and that I wanted to learn too but was
terrified of falling down and hurting myself in the process.
Mom replied, "Lex, falling and standing back up again is how you will learn to do things correctly."
She then proceeded to show me an online video, in which a baby goat was trying to stand on its feet
but was falling down constantly. However, the goat was trying to recover from the fall and stand back up
again. Finally, at the end of the video, the goat was able to stand correctly and walk on its tiny feet.
That day, I said to myself no more excuses and asked Mom to sign me up for skating lessons. Over
the next few weeks, I trained hard with a coach, often falling and hurting myself. But like that baby goat, I
was stubborn, and after a month of training, I learned to skate without losing balance.
Question 2 Based on the passage, the reader can tell that Mom
A. does not want Lex to get hurt while skating.
B. does not want Lex to play with his friends.
C. wants Lex to learn more about different animal behaviors.
D. wants Lex to learn that failure is part of a learning process.The Carrot and Captain REACH
by B. McSwain
When Killian's alarm buzzed, he reached to turn it off, slid back under the covers, and closed his
eyes. Any minute his dad might appear in the doorway to lure him with warm pancakes, or his mom
might appear with reasonable observations about future events if he were late to school again. Dangling
carrots were not going to get this boy up and running. They needed me, Captain REACH.
I knocked on the door, and Killian's dad opened it, a plate of warm pancakes in his hand. I sped to the
boy's room, my red, silk cape slapping Dad's cheek.
"Killian!" I shouted, placing my fists firmly on my waist. He popped up from under the covers, and I
hollered, "You need to REACH!" I tossed my card on his bed.
Killian scratched the thatch of dark hair on his head and rubbed weary eyes before mumbling,
"What?"
"I said you must REACH! Resist every appearance of careless habits. Now jump!" I stamped my foot,
and the boy launched onto his feet, giving me a weak salute, and said, "Yes. Um, sir."
I whipped out a carrot muffin and dangled it from my pole. "Why make people lead you around?" I led
him to the kitchen, and before he could reach the muffin, I put it away. And I laughed. "Get out of that
bed and make your good morning happen!"
The next morning, Killian's alarm sounded, and he bounded out to the kitchen to help his parents.
Question 3 Which sentence from the passage shows that Captain REACH can get Killian out of bed?
A. He popped up from under the covers, and I hollered, "You need to REACH!"
B. I sped to the boy's room, my red, silk cape slapping Dad's cheek.
C. I stamped my foot, and the boy launched onto his feet, giving me a weak salute, and said, "Yes.
Um, sir."
D. "Get out of that bed and make your good morning happen!"The Spring Beauty: An Ojibwe Legend
Peboan, an old man, was sitting in his house on the banks of a frozen river. Every day he heard only
the sounds of the cold winds that rattled his windows. He longed for the sun, birds, and flowers.
One day, he heard a knock on the door. Upon opening the door, Peboan saw a young boy with dark
brown hair standing at his door. This boy had a crown on his head that was made of flowers and fresh,
green leaves, and he also carried some flowers with him.
The old man smiled and said, "Welcome, I am Peboan! Come in and tell me about your travels and I
will tell you what I can do, and we will entertain each other with stories."
"I am Seegwun, and I bring sunshine, green grass, fresh leaves, and flowers wherever I go,"
answered the boy, shyly.
"I look at lands, and they become cold and covered with snow, and when I breathe, the rivers and
lakes turn to ice," said Peboan.
"I look at the sky and the sun begins to smile, the flowers begin to bloom, the birds start chirping and
everything turns bright," said Seegwun.
Suddenly, while the boy was speaking, something changed. The sun peeped through from the gray
clouds, and the blue birds and swallows started to sing. They were happy to see green leaves on the
trees, the water flowing in the river, and the sweet smelling flowers blooming all around in the fresh
grass.
Question 4 What sentence in the passage shows that Peboan was tired of the weather?
A. Every day he heard only the sounds of the cold winds that rattled his windows.
B. One day, he heard a knock on the door.
C. Peboan, an old man, was sitting in his house on the banks of a frozen river.
D. He longed for the sun, birds, and flowers.
Painting Grandma Elsie's House
by Pavitra Singh
I bounded into the house with my basketball hugged tightly under my arm. I felt more like my given
Pawnee name of "Running Ta" (Elk), than "David" as I went in search of my basketball jersey, but it was
nowhere to be found.
"Dad!" I exclaimed. Then I remembered my father had gone to the store to buy a new lure for his
fishing trip. He really liked fishing. I started walking toward my room when I heard the whispering sound
of shh, shh, coming out of the garage. I headed there instead, and discovered my father in a pair of
goggles sanding down a wooden carving tool that Grandma Elsie used for her pottery. My grandmother
is a potter near the Lower Loup River in Nebraska, which is a region well-known for Pawnee pottery and
where I live with my family on a Native American reservation.
"Dad!" I shouted again. Finally, my father stopped sanding and raised his goggles.
"What is it, David?" he asked, wiping sweat off his brow.
"Did you buy your lure?" I asked.
My father shook his head. "I remembered Grandma Elsie asked me to fix her carving tool, and since
we are seeing her today, I thought I would give it to her."
"Oh," I said, casting my eyes down as my face flushed red. "About that . . . my friends just called and I
want to go play ball with them."
"Wait a second, David," my father said, looking at me with genuine surprise. "Didn't you tell me that
you wanted to help paint Grandma Elsie's house?"
"Well, yeah, but . . ." I stuttered, scratching my head. "I didn't think it would really matter. Two things
are happening at the same time, and can't I choose one?"
My father rubbed Grandma Elsie's pottery tool between his fingers. It had been in our family for many
generations and the corners were worn from frequent use. Pottery is one of the great traditions of the
Pawnee Native Americans.
"David, you are right," my father said, nodding. "It is much like the old Pawnee saying about how inthis world there are two things. With our eyes we see these two things: things that are fair and those that
are not. Just the way we have a right and left hand and foot—one foot may lead us one way and the
other in another direction. We make decisions every day. The wise choice is the one that is best for
everyone."
I looked at my father gazing down at Grandma Elsie's tool in his hand. My forehead began to crinkle.
"You know, Dad," I said, as I began to consider things. "I think I can play ball with my friends another
time." My father placed his hand upon my shoulder and smiled.
Question 5 How are David and his father similar in the passage?
A. At the start of the story, both believe in a sense of tradition.
B. At the start of the story, both decide to help Grandma.
C. At the start of the story, both have plans to do something they enjoy.
D. At the start of the story, both believe that helping Grandma Elsie is unpleasant but necessary.
Question 6 This question has 2 parts. Be sure to complete all parts.
A What is the narrator's decision at the end of the passage?
A. He decides to paint Grandma Elsie's house and play ball with his friends another time.
B. He decides to convince his father to let him play ball instead of painting Grandma Elsie's house.
C. He decides to play ball first, and then spend part of the day helping his father paint Grandma
Elsie's house.
D. He decides to play ball with his friends and let his father paint Grandma Elsie's house.
B Select ALL the correct answers.
Which sentences from the passage support the answer in Part A? Choose two answers.
" 'The wise choice is the one that is best for everyone.' "
"I looked at my father gazing down at Grandma Elsie's tool in his hand."
" 'David, you are right,' my father said, nodding."
" 'Just the way we have a right and left hand and foot—one foot may lead us one way and the other
in another direction.' "Not in Her Plans
by Pavitra Singh
"Rachel, don't forget you agreed to water Mrs. Chen's plants this weekend."
Rachel put a finger on the page to mark her place before she looked up from her book. "I'm at a really
exciting place in the story, Mom, so I will do that later." She looked back at her book, but not before she
caught a glimpse of her mother's scowl.
"You did promise, so be certain you don't forget. You know those orchids have to be sprayed with
water every day to keep the humidity right."
Rachel nodded, but already her thoughts were returning to her adventure story. Was it her fault Mrs.
Chen decided to grow fancy flowers that required special care?
After lunch, Rachel headed for the door, calling out, "I'll be back later this afternoon."
"Oh good," her mother said, "you're going over to water Mrs. Chen's flowers now, right?"
"Not exactly," Rachel mumbled. "Alexis and Jonathan and I are going to ride our bikes to the park.
They're waiting for me already, so I don't have time to take care of those plants properly."
Her mother frowned, but Rachel hurried out the door and scrambled onto her bicycle. Was it her fault
her neighbor had a jungle in her living room? It would take forever to deal with all that dense foliage, and
Rachel had better things to do.
The next afternoon, a knock on the door alerted Rachel to a visitor. She answered and stared at Mrs.
Chen's smiling face. Oh no, Rachel thought—she had never remembered to water the plants!
"We returned earlier than I expected," Mrs. Chen said, "so I wanted to find out whether or not you had
watered my plants today."
"No, I didn't get around to it yet today," Rachel admitted. She wondered if she could avoid mentioning
that she hadn't gotten around to it yesterday either.
"Then I'll take care of them myself today, but thank you for doing such a good job yesterday. Those
orchids are so fragile that they definitely need daily care, and they look wonderful today."
Rachel hesitated, wondering if she'd gotten lucky and the plants had survived without any attention.
Then she noticed her mother standing off to the side, her eyebrows raised.
Rachel sighed and decided to confess. "Mrs. Chen, I'm really sorry, but I did not take care of your
plants yesterday. If they survived, it's probably because my mother did my chore for me."
Mrs. Chen turned to Rachel's mother. "I guess you are the one I should thank then."
"It was no trouble at all," Rachel's mother insisted.
It really would not have been so much trouble, Rachel realized. She should have done what she had
promised to do instead of making her mother take responsibility. Rachel gave her mother a grateful look
as Mrs. Chen left. "Mom, how about if I make dinner tonight?"Question 7 Read the sentence from the passage.
" 'Those orchids are so fragile that they definitely need daily care, and they look wonderful today.' "
What is the meaning of the word fragile as it is used in this sentence?
A. delicate
B. expecting
C. glorious
D. immense
Question 8 The passage is told from Rachel's point of view. What does the reader know about Rachel
because of this point of view?
A. The reader knows the way Rachel's mother feels about Rachel's actions.
B. The reader knows that at first Rachel blames Mrs. Chen for needing her plants taken care of.
C. The reader knows Rachel has been asked to do a job for Mrs. Chen by watering her plants.
D. The reader knows the disappointment Mrs. Chen feels.
Image Courtesy of NASA.
The Unknown Southern Land
by Jemma Wilkins
When creating the earliest maps, mapmakers had no idea what lay far off to the south. So, they drew
pictures of fantasy creatures and wrote, "Beyond here, there be dragons . . . ." It was once thought that
any ships that made the error of sailing past those areas never returned. Many people believed the
sailors had fallen off the edge of the world.
Beginning in the 18th century, brave sailing captains began traveling beyond the known world toward
the southern part of the world. Their job was to map the new places they discovered. They no longer
believed in a flat earth; they knew the world was round. However, they did not yet know what they would
find as they sailed further south. Even those who had not yet seen any land began referring to it as the
Unknown Southern Land.
In 1773, Captain James Cook of England crossed the line known as the Antarctic Circle. He
discovered some nearby islands. He may have been within 75 miles of land, but he did not see the great
white continent. He saw towering icebergs as well as huge whales and graceful seals swimming.
However, heavy fog kept him from seeing Antarctica. Before Captain Cook's voyage, no other explorer
had sailed this far south.By 1820, several expeditions had sailed close enough to see the snow-covered land of Antarctica.
One was the American captain Nathaniel Palmer. A year later, another American named John Davis
actually set foot on the ice. Both men were sealers and had sailed far south to catch seals. Seals were
hunted for their fur, meat, and oil.
Each new journey was a chance to change the maps of the area. As more ships sailed near the
Antarctic continent, they were able to add information to the maps. This included big and small islands
along the coast as well as cliffs of ice above the shores.
Neither Palmer nor Davis realized that they had discovered a new continent. Neither did any other
adventurers for many years. It may have been Charles Wilkes, commander of a United States Navy
expedition, who figured that out. He is also said to be the first to bring a dog to Antarctica. It was a pup
named Sydney that he picked up in Australia.
These men are still remembered today in the names of Antarctic locations. Wilkes Land covers part of
the southeastern section of the continent. Palmer Station is the name of an American base just north of
the Antarctic Circle. There is a station called Davis, but it is named for a different Davis, a captain from
Australia involved in later exploration of the continent. As for Captain Cook, while there are places
named for him all over the world, there are none in Antarctica.
Question 9 Which idea can be supported with information from the passage?
A. People liked maps with dragons on them more than any other kind.
B. The look of maps changed as more people explored new territories.
C. Sydney the dog arrived in Antarctica on an Australian ship.
D. Captain James Cook was the first explorer to step ashore in Antarctica.
Pufferfish
The ocean is full of astonishing and unique animals and plant life. One of the most unusual fish in the
ocean is the pufferfish (also known as a blowfish). The pufferfish is known for "puffing" up to make itself
seem bigger. This is a defense mechanism that pufferfish use because they are easy prey for larger fish.
They are slow swimmers. When the pufferfish encounters a predator, it inflates its stomach by filling it
with water or air. This larger size and spines on their skin scare away many predators. If a predator does
get a hold of a pufferfish, it will get a mouth full of poison that not only tastes terrible but can be deadly.
There are many different types of pufferfish in the world. In fact, there are more than 120 species.
They can be found in the ocean as well as in brackish and fresh water. Some are brightly colored, while
others use their coloring as camouflage. Pufferfish come in a variety of sizes as well. They can be just
one inch long, while others can be more than two feet in length. Pufferfish are an interesting part of the
ocean's ecosystem.
Question 10 Which sentence from the passage best supports the idea that pufferfish are unusual
animals?
A. They are slow swimmers.
B. When the pufferfish encounters a predator, it inflates its stomach by filling it with water or air.
C. In fact, there are more than 120 species.
D. They can be just one inch long, while others can be more than two feet in length.Question 11 Which sentence from the passage best supports the idea that there are many different
types of pufferfish?
A. Pufferfish are an interesting part of the ocean's ecosystem.
B. This larger size and spines on their skin scare away many predators.
C. Some are brightly colored, while others use their coloring as camouflage.
D. This is a defense mechanism that pufferfish use because they are easy prey for larger fish.
George Washington Carver
George Washington Carver was born in 1864 in Missouri. He was a notable inventor and scientist of
his time. He did some important work with peanuts, sweet potatoes, and seeds. His work is said to have
transformed the agricultural industry.
People in his community would come up to him with their plants that were not growing well. He soon
came to be called the "plant doctor."
After first studying arts and piano at one college in Iowa, Carver transferred to another Iowa college to
study agricultural science. After graduation, Carver left Iowa and moved to Alabama. Carver was
appointed to head the agricultural department at the Tuskegee Normal and Industrial Institute. At
Tuskegee, Carver's research helped develop alternate crops for farmers who lived in harsh climatic
conditions.
Among his great achievements at Tuskegee was his work on inventing over 300 different products
using peanuts. From coffee to mayonnaise and from dye to shampoo, Carver found many interesting
ways to use peanuts. However, contrary to popular belief, Carver did not invent peanut butter.
Even today, Carver continues to be a source of inspiration in the field of responsible agricultural
practices. In fact, Tuskegee has a foundation established in his name to support agricultural research
and development.
Question 12 Which idea can be supported with the information from the passage?
A. Carver was interested in becoming a musician.
B. Carver was interested in becoming an artist.
C. Carver was deeply interested in and passionate about studying plants.
D. Carver was interested in becoming famous for all the work he had done.The History of Printing
The printing method remains one of the most fascinating inventions in history. The history of modern
printing can be traced back to the invention of the printing press by Johannes Gutenberg in the 15th
century.
Before the invention of printing, people used to write and copy books by hand. It was a time-
consuming process. As a result, books were expensive and limited to a few people. In the 11th century,
a Chinese man named Bi Sheng created the first printing machine that could be moved from one place
to another. The Chinese used letters carved in wooden blocks and dipped in ink for printing purposes.
Gutenberg modified the Chinese method to create his own printing machine. It used metal to make sets
of letters and an oil-based ink which made the whole process easier; books could now be printed a lot
faster.
The invention of the printing press resulted in a large production of books that helped in spreading
knowledge and information among the common people. The method of printing improved and developed
with the advancement of science. The invention of offset printing was another landmark in the history of
printing. It used rubber rollers to transfer and print letters and images on paper.
Question 13 Which idea can be supported with the information from the passage?
A. The invention of the printing press made the lives of common people very difficult.
B. The invention of the printing press increased the amount of money people earned by printing.
C. Books became easily available to the public with the invention of the printing press.
D. Books became limited to a few people with the invention of the printing press.
Passage 1
The Hyperloop: A Useful Transportation System
by Alex Brown
I live in Los Angeles, California, and most days, traffic is terrible. Millions of people live in California's
big cities. Driving the nearly 400 miles between San Francisco and Los Angeles can take upwards of 6
hours! Even hopping on an airplane between the two cities takes over an hour, on top of boarding the
plane and getting off. But, that could all change. Imagine leaving Los Angeles and getting to San
Francisco in about 30 minutes. That's unbelievable!
A billionaire from Los Angeles envisions a new kind of transportation system. Appropriately named
the Hyperloop, this solar-powered system would go extremely fast. In fact, it would potentially go about
twice as fast as the fastest transportation systems available right now—airplanes and both bullet and
maglev trains. The Hyperloop could reach up to 800 miles per hour! Obviously, this system would
significantly decrease travel time between two of California's largest cities. In addition, more public
transportation systems available would help reduce traffic.
Just like riding a bus or a train, a person would climb into a Hyperloop capsule and would start their
journey. The capsule would then travel inside an aboveground track made of enclosed tubes. San
Francisco and Los Angeles would be the first Hyperloop stations developed. Plus, several more stations
could be added along the track at a later date.
Not only would the Hyperloop propel passengers at an extremely fast rate along a route, the
Hyperloop would be a public transportation system—just like buses. Right now, the proposed rate is $20
for a one-way ticket. I think this is very affordable considering some of the other alternatives. Some claim
that the Hyperloop would be cheaper and more reliable than a bullet train, which is being built right now
by the state.
The best thing about the Hyperloop is how it would run. It would be solar-powered, so the Hyperloop
would not produce any harmful waste products. California already faces a big challenge in reducing
pollution. You might be thinking: Would it run on a cloudy day? The answer is, yes! Even if it happened
to be cloudy, the Hyperloop would have enough stored solar energy to run.Before the Hyperloop goes into full production, a small-scale design is being tested in a remote area.
If everything goes smoothly, construction of the entire track will begin. The Hyperloop could open as
early as 2018.
If it were put to a vote, I would vote for the Hyperloop. It would transport people super fast for a cheap
fee, and it would be available to the public as well as be environmentally friendly. What is there not to
love about this new transportation system?
Passage 2
The Hyperloop: Better Than the Bullet Train?
by A. Banerjee
Being a resident of Los Angeles, I admit that traffic can be a pain. Often times, dealing with traffic is
just part of living in a big city. I recently read about the Hyperloop system, but I am not so sure that this
would be a helpful form of transportation for most people.
First of all, the Hyperloop system would only go between two cities. Granted, many people travel to
these cities, but there are many other cities that have traffic issues too. The bullet train being built in
California will cover twice as many miles and have 24 stations instead of just two. Because of the 800-
mile track and the many stations, the bullet train will give people access to several cities, including San
Francisco and Los Angeles. If California wants to fix the problem of traffic, then bullet trains seems like a
good solution.
I also read that the Hyperloop system would be built over areas that often have earthquakes. I am not
sure that is the best idea. Would the Hyperloop system hold up to an earthquake? Many of the buildings
in California have been constructed to withstand medium-sized earthquakes. This is something that
should be considered if they do end up building the Hyperloop system. Bullet trains, on the other hand,
have built-in technology to sense earthquakes. The train would immediately stop so as to protect
passengers.
I care about our environment in California. So, I wondered about the effects construction of the
Hyperloop system might have on the environment. I have not read anything about how designers would
keep the environment in mind while building. However, the chairman of the California bullet train
authority claims that they have worked to lessen "impacts on farms, businesses and communities" as
well as protect "sensitive environmental areas and species."
The other problem that comes to mind relates to the speed of the Hyperloop. Could a person handle
getting up to 800 miles per hour? Getting up to this speed would happen seven times faster than the
fastest bullet train! That would be like going down the largest roller coaster drop ever. At least we know
people can withstand getting up to speed on a bullet train without problems.
In my opinion, I think California is working to solve the problem of traffic. The bullet train is already
being built and it will cover twice as much ground as the Hyperloop system. People will also have more
choices when traveling between San Francisco and Los Angeles. Bullet trains have the technology to
protect passengers during an earthquake, and they can get up to speed safely. Once they finish building
it, I plan to be one of the first passengers.
Question 14 What does the word envisions mean as it is used in "The Hyperloop: A Useful
Transportation System"?
A. makes use of something
B. thinks of something
C. knows of something
D. gives support to somethingQuestion 15 In "The Hyperloop: Better Than the Bullet Train?" how does the author support the point
that people will have more choices riding the bullet train?
A. by telling how passengers will be protected
B. by listing the speeds passengers can go
C. by describing how big stations can be in size
D. by explaining how many stations there will be
Question 16 How is the organization of "The Hyperloop: A Useful Transportation System" different from
the organization of "The Hyperloop: Better Than the Bullet Train?"
A. Unlike "The Hyperloop: Better Than the Bullet Train?," "The Hyperloop: A Useful Transportation
System" uses description to explain where the Hyperloop track would go.
B. Unlike "The Hyperloop: Better Than the Bullet Train?," "The Hyperloop: A Useful Transportation
System" uses compare and contrast to focus on ticket prices.
C. Unlike "The Hyperloop: Better Than the Bullet Train?," "The Hyperloop: A Useful Transportation
System" uses cause and effect to explain why a Hyperloop is needed and the effects it would have.
D. Unlike "The Hyperloop: Better Than the Bullet Train?," "The Hyperloop: A Useful Transportation
System" uses chronological order to focus on the building of the Hyperloop.
Question 17 Paulina is writing a report titled "Entertainment Choices at Central Park in New York."
Which is the best source for her to use?
A. an article about the history of Central Park and how it was built
B. an interview of a hot dog stand owner at Central Park
C. a map showing different shows that are performed at Central Park
D. a newspaper article about a performance at Central Park
Question 18 Nikita is writing a report titled "The Social Lives of Dolphins." Which is the best source for
her to use?
A. a newspaper article on how dolphins behave, interact, and communicate with each other
B. a map showing the different places one can spot dolphins throughout the year
C. a pamphlet about a dolphin show in Chicago, where people can swim with dolphins
D. an interview of some tourists who spotted dolphins near the coast in Florida
Question 19
Which sentence uses a comma correctly?
A. No, I will not be able to make it to your party this Saturday.
B. No I will not be able to, make it to your party this Saturday.
C. No I will not be able to make it to your party, this Saturday.
D. No I will not be able to make it, to your party this Saturday.Question 20
Read the paragraph.
At the beginning of the school year, Mr. Johnson, the science teacher, _______ all students to give
presentations about a science discovery they liked. Dorothy knew that she had to do well in her science
class to go on the spring field trip. She worked on her presentation throughout the semester to make
sure that she was well prepared.
Which verb phrase correctly completes the sentence?
A. will ask
B. will have asked
C. has asked
D. had asked
Question 21 Read the sentence.
The rest of my family _______ before, but it was my first time.
Which verb phrase correctly completes the sentence?
A. will have skied
B. had skied
C. were skiing
D. was skied
Question 22 Read the sentence.
If you choose a big type of dog or a small type, any kind will make a great family pet.
What is the best way to rewrite the sentence?
A. Both you choose a big type of dog and a small type, any kind will make a great family pet.
B. Either you choose a big type of dog or a small type, any kind will make a great family pet.
C. Not only you choose a big type of dog and a small type, any kind will make a great family pet.
D. Whether you choose a big type of dog or a small type, any kind will make a great family pet.
Question 23 Which preposition best completes the sentence?
The dictionary belongs _____ the atlas and the almanac on the bookshelf.
A. during
B. between
C. down
D. beyondQuestion 24
Maria is organizing information for a report on the physical features of cheetahs and how these features
help them.
Which of the following fits best in the empty box?
A. Cheetahs run at a speed of 70 miles per hour, reaching the top speed in about three seconds.
They are popularly known as the fastest animal on land.
B. Adult female cheetahs usually live alone, but cheetahs are generally known to be social animals.
C. Cheetahs have black marks running from the inner edge of their eyes to the edge of their mouths.
These marks help protect their eyes from sunlight.
D. Female cheetahs help their two to eight cubs per litter until they are more than a year old.
The following is a draft of a student essay. It may contain errors.
Morning Walk
(1) She loves spending time outside. (2) Nina also enjoy looking at plants and animals. (3) Even though she
live in a neighborhood, there is plenty of nature to observe. (4) The neighbor in the yellow house with green
shutters has a butterfly garden. (5) Her yard is full of milkweed and other nectar producing flowers, which provide
food and places for monarch butterflies to lay their eggs. (6) _______ neighbor keeps bees in his
backyard. (7) During her morning walk Nina can watch the bees leave the hive to search for pollen to turn into
honey. (8) Yet another neighbor keeps many feeders for the birds and squirrels. (9) Nina enjoys watching the
squirrels scamper up to the feeders and work to get the seed out. (10) Bella and Bonnie love to bark at the
squirrels in an effort to get them to play. (11) These walks are the best part of Nina's day.
Question 25 What is the best best place to add the sentence?
The birds chirp at the squirrels in an effort to make them leave the feeder.
A. after sentence 9
B. after sentence 7
C. after sentence 2
D. after sentence 10Question 26 Which word would best fill the blank in sentence 6?
A. Also
B. While
C. Although
D. Another
Sheldon is writing a report about owls for his science class.
Owls
Most owls are nocturnal birds, which means that they hunt during the night and rest during the day.
Appearance
There are 200 different types of owls that can be found all over the world, and almost all owls have
large eyes and a flat face with a hook-shaped beak. They have large heads, sharp clawed feet, and can
be brown, gray, white, or black in color. The size of an adult owl can vary depending on the species. In
length, they can be as small as five inches and as large as 28 inches, and their wingspans can range
anywhere from one foot to over six-and-a-half feet. Owls cannot move their eyes around like humans, so
they tend to turn their heads to look in a particular direction. They can turn their head an eye-popping
270 degrees.
Diet
Owls are carnivores that eat small animals such as rats, frogs, and insects. Some owls are known to
eat fish, while some of the bigger ones may hunt skunks and monkeys too.
Dwelling Environment
Owls are found on all continents except Antarctica. Most owls are known to live in forests. Some fish-
eating owls live closer to water sources such as rivers, while other owls have been found in deserts and
high mountains.
Question 27 Which sentence would best fit under the heading "Dwelling Environment"?
A. Most owls are known to live in old tree holes or use the nests of other birds.
B. Owls can make a variety of sounds such as hoots, hisses, screeches, and growls.
C. The broad wings of owls create little noise while flying, making them silent flyers.
D. Female owls are known to be bigger in size than male owls.Question 28 Diego is writing a report for class about bicycle safety in his hometown of New York City.
He needs to paraphrase the following article by making notes in his own words.
(1) There are certain rules people must follow when bicycling in New York City. (2) Riding on the
sidewalks is not allowed unless the rider is under 13 years of age and the diameter of the wheels is less
than 26 inches. (3) Otherwise, riders need to stay on the streets. (4) Also, riders must go in the same
direction as the traffic. (5) It's very important to obey all traffic lights and signs. (6) If you don't come to a
complete stop at a red light or stop sign, you may risk getting a ticket. (7) Throughout the city, there are
special bike lanes or paths. (8) Riders should use these when they are available. (9) However, there are
a few places bikes should not be in motion: expressways, highways, and interstate routes. (10) Helmets
must be worn on children who are under the age of 14. (11) Helmets are strongly recommended for
people 14 and older. (12) Bikes must have either reflective tires or reflectors so they are more easily
seen at night. (13) Also, a white headlight and a red taillight must be used from sundown to
sunrise. (14) All bikes must have a bell or horn on them. (15) Following these rules in New York City will
increase the rider’s safety.
Which of these is the best paraphrase for Diego to use for sentence 1?
A. Following rules is important in New York City.
B. Bikers need to follow bike laws in New York City.
C. New Yorkers can follow rules when riding bikes.
D. New York City has rules people must follow.
Question 29 Read these sentences from a book about art.
Edward Hopper enjoyed painting the city. He liked to show buildings, streets, and rooms with only one or
two people.
A student wants to use these sentences in a school report. How should the student show that these
sentences come directly from another book?
A. put these sentences in quotation marks
B. put these sentences in the introduction
C. put these sentences in parentheses
D. put these sentences in bold print
Privacy Policy System RequirementsSouth Carolina SC READY Grade 5 Math Test 1
Question 1 0.46 + 5.54 = ___
A. 6
B. 1.014
C. .6
D. 5.586
Question 2 A cereal box has a length of 9 inches, a width of 3 inches, and a height of 13 inches. What is
the volume of the cereal box?
A. 351 cubic inches
B. 183 cubic inches
C. 366 cubic inches
D. 702 cubic inches
Question 3 Use the following model to divide 143 by 11.
A. 11
B. 13
C. 14
D. 12Question 4 On Saturday, Marcus played soccer for 60 minutes. Yoko played soccer for the number of
minutes Marcus played.
Which statement is true about the number of minutes Yoko played soccer?
A. Since is less than 1, the product 60 × is less than 60. So, Yoko played for fewer than 60
minutes.
B. Since is greater than 1, the product 60 × is less than 60. So, Yoko played for fewer than 60
minutes.
C. Since is less than 1, the product 60 × is greater than 60. So, Yoko played for more than 60
minutes.
D. Since is greater than 1, the product 60 × is greater than 60. So, Yoko played for more than 60
minutes.
Question 5 Solve.
A. 111,027
B. 143,776
C. 253,776
D. 219,476
Question 6 Kelly looked at different recipes to see how much butter is needed for each. The list shows
what fraction of a cup of butter is needed for each.
On the line plots, each × represents 1 recipe. Which line plot matches the data?
A.
B.
C.
D.Question 7 Howard and Keenan each write a pattern.
• Howard's pattern: 0, 12, 24, 36, 48, ...
• Keenan's pattern: 0, 4, 8, 12, 16, ...
What is the relationship between their patterns?
A. Each term in Howard's pattern is 3 times as much as the corresponding term in Keenan's pattern.
B. Each term in Keenan's pattern is 3 times as much as the corresponding term in Howard's pattern.
C. Each term in Howard's pattern is 8 times as much as the corresponding term in Keenan's pattern.
D. Each term in Keenan's pattern is 8 times as much as the corresponding term in Howard's pattern.
Question 8 Simplify the following expression.
A.
B.
C.
D.
Question 9 Which set of measurements will produce a scalene acute triangle?
A. angle measures of 60°, 60°, 60°
B. two side lengths of 2.24 cm and an angle measure of 54°
C. angle measures of 87°, 29°, 64°
D. two angle measures adding to 90° and a side length of 4 cm
Question 10 The number of passengers on an airplane is 6 times the sum of 8 and 17.
Which expression can be used to find the number of passengers on the airplane?
A. 6 × (8 + 17)
B. 8 × 17 + 6
C. (8 + 17) + 6
D. 6 × 8 + 17Question 11 Which measurement shows how much space is inside a rectangular prism?
A. faces
B. perimeter
C. volume
D. area
Question 12 Shannon knits yard of a scarf in one hour. How many yards of the scarf will she knit
in hours?
A. yards
B. yards
C. yards
D. yards
Question 13 How many pieces of ribbon can be cut from 4 yards of ribbon, so that each piece
is yard long?
Select the equation that correctly models the situation.
A.
B.
C.
D.
Question 14 Which of the following is equal to 10?
A. 102
B. 100
C. 101
D. 103Question 15 Ms. Rodriguez has 6 bird feeders with different amounts of birdseed in them. The line plot
shows the amount of birdseed, in cups, where each × represents 1 feeder.
Ms. Rodriguez wants to combine all the birdseed then put the same amount in each feeder. How much
birdseed will she put in each feeder?
A. of a cup
B. of a cup
C. of a cup
D. of a cup
Question 16 What number represents the x-coordinate of the point graphed on the coordinate grid?
A. 7
B. 2
C. 4
D. 6Question 17 Danny weighs two watermelons. One watermelon weighs 9.3 kilograms, and the other
weighs 7.6 kilograms. What is the difference between the mass of the two watermelons?
A. 1.3 kilograms
B. 2.3 kilograms
C. 2.7 kilograms
D. 1.7 kilograms
Question 18 Thomas was given this math problem.
Two students competed in a jumping competition.
• Meredith jumped yards.
• Zayden's jump was of a yard shorter than Meredith's jump.
How far did Zayden jump?
Here is how Thomas solved the math problem.
To calculate how far Zayden jumped, I will subtract from .
So, Zayden jumped yards.
Is Thomas's solution reasonable?
A. Thomas's solution is reasonable because , so the result was less than the starting
number.
B. Thomas's solution is not reasonable because , so the whole number should decrease.
C. Thomas's solution is not reasonable because , so the result was greater than the
starting number.
D. Thomas's solution is reasonable because 7 − 1 = 6 and 12 − 3 = 9, so he subtracted correctly.
Question 19 Convert to meters: 4,400 centimeters
A. 44 meters
B. 0.44 meter
C. 440 meters
D. 4.4 metersYou can also read
